How Something Sounds: Loudness
How Something Sounds: Loudness
Teacher Note
For detailed instructions
on how to implement the
components of this lesson,
see pages 15–19.
Objective
Students will analyze words
related to how something
sounds, from soft to loud.
Materials
• Vocabulary Ladders
template (page 142)
• Activity Cards
(page 29)
• Ordering Words
(page 30)
• Sentence Clues
(page 31)
• Sentence Stems
(page 32)
• Write About It!
(page 33)
Additional Words
Introduce students to
additional words such as
piercing, hushed, stifled,
and bellowing as you work
through the lesson.
28 #51305—Vocabulary Ladders: Understanding Word Nuances
Answer Key
Vocabulary Ladders
Word Definition
inaudible impossible to be heard
muted silent; not able to be heard
muffled a faint sound that is hard to understand
audible loud enough to be heard
boisterous noisy and rowdy; exuberant
blaring harsh and loud noise
extremely loud noise that could cause
deafening
deafness if heard for a long time
Ordering Words
Check that students can explain why the words are ordered the
way they are.
Sentence Clues
1. You could hear the (blaring/deafening) music from Bob’s car
even before you saw it coming around the corner.
2. The actor’s voice was (inaudible) so I had to move closer to
hear him at all.
3. The class next door was having a(n) (boisterous) party
because they won the school contest.
4. The thick carpet (muffled/muted) the sound of her
approaching footsteps.
5. The broken speaker system now made a(n) (audible) noise,
so we knew it was working.
Sentence Stems
Check that student responses reflect the meaning of the
underlined word in each sentence frame.
Write About It!
Check that responses include the new vocabulary terms used in
the correct way.
© Shell Education
 How Something Sounds: Loudness

Name: ___________________________________________  Date: __________________

Activity Cards
Directions: Cut apart and match the words and definitions below. Then, glue them onto
the Vocabulary Ladders activity sheet in order, from soft to loud.

extremely loud noise that

audible could cause deafness if
heard for a long time

blaring harsh and loud noise

noisy and rowdy;

boisterous exuberant

deafening loud enough to be heard

a faint sound that is hard

inaudible to understand

silent; not able to be

muffled heard

muted impossible to be heard

© Shell Education #51305—Vocabulary Ladders: Understanding Word Nuances 29

 How Something Sounds: Loudness

Name: ___________________________________________  Date: __________________

Ordering Words
Directions: Write the words from the Word Bank in the order you choose, from soft to
loud, on the ladder. Then, explain why you put them in the order you chose.

Word Bank
audible blaring boisterous deafening
inaudible muffled muted

Explain why you ordered the words

the way you did. You may use
example sentences to help explain
your thinking.
______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

30 #51305—Vocabulary Ladders: Understanding Word Nuances © Shell Education

 How Something Sounds: Loudness

Name: ___________________________________________  Date: __________________

Sentence Clues
Directions: Choose the best word from the Word Bank to complete each sentence.
Note: You may need to add or change the ending of a word to make it fit the sentence.

Word Bank
audible blaring boisterous deafening
inaudible muffled muted

1. You could hear the ______________________ music from Bob’s car even

before you saw it coming around the corner.

2. The actor’s voice was ______________________ so I had to move closer

to hear him at all.

3. The class next door was having a(n) ______________________ party

because they won the school contest.

4. The thick carpet ______________________ the sound of her approaching

footsteps.

5. The broken speaker system now made a(n) ______________________

noise, so we knew it was working.

Directions: Create a fill-in-the-blank sentence on a separate sheet of

paper for at least one of the words in this lesson. Use the sentences
in the activity above as examples. Notice how a part of each sentence
provides a clue about which word fits best. Have a partner fill in the
missing word. Then, discuss why that word works best.

© Shell Education #51305—Vocabulary Ladders: Understanding Word Nuances 31

 How Something Sounds: Loudness

Name: ___________________________________________  Date: __________________

Sentence Stems
Directions: Complete each statement.

1. I would mute the television if ____________________________________

___________________________________________________________

___________________________________________________________ .

2. Because the sound was muffled, I had to __________________________

___________________________________________________________

___________________________________________________________ .

3. I would become more boisterous if _______________________________

___________________________________________________________

___________________________________________________________ .

4. My teacher’s voice was barely audible so I had to ____________________

___________________________________________________________

___________________________________________________________ .

5. I would want my footsteps to be inaudible when _____________________

___________________________________________________________

___________________________________________________________ .

32 #51305—Vocabulary Ladders: Understanding Word Nuances © Shell Education

 How Something Sounds: Loudness

Name: ___________________________________________  Date: __________________

Write About It!

Directions: Read the prompt. Then, write a response. Underline the new vocabulary
words you use in your response.

Word Bank
audible blaring boisterous deafening
inaudible muffled muted

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

© Shell Education #51305—Vocabulary Ladders: Understanding Word Nuances 33